La metacognición en los procesos de lectura y escritura académica: ¿qué nos dice la literatura?

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Abstract

Resumen El presente artículo tuvo como objetivo identificar el desarrollo y tendencias de las investigaciones relacionadas con la metacognición y los procesos de lectura y escritura académica. Para dar cuenta de ello, se hace una revisión sistemática, seleccionando 46 documentos que cumplían con los criterios de exclusión propuestos: a) relación entre la metacognición y los procesos de lectura o escritura, y b) realizarse en contextos de educación superior. Los resultados permiten identificar claramente las temáticas de investigación en este ámbito, dando cuenta de los avances y alcances del uso de la metacognición en la alfabetización académica.

Translated abstract

Abstract The present article aimed to identify the development and trends of research related to metacognition and academic reading and writing processes. To account for this, a systematic review was carried out selecting 46 documents that met the exclusion criteria proposed: a) relationship between metacognition and reading and/or writing processes, and b) being carried out in higher education contexts. The results allow to clearly identify the research topics in this area, giving an account of the advances and scope of the use of metacognition in academic literacy.

Translated abstract

Résumé Cet article vise à identifier le développement et les tendances des recherches concernant la métacognition et les processus de lecture et d'écriture académique. Afin d´en rendre compte, l´on fait une révision systématique de 46 documents qui répondent aux critères d´exclusion proposés: a) rapport entre métacognition et les processus de lecture et/ou écriture, et b) avoir été produit dans le cadre de l'enseignement supérieur. Les résultats permettent d´identifier les axes de recherche dans ce domaine, tout en retraçant les progrès et la portée de la mise en place des stratégies de métacognition lors du processus d'alphabétisation académique.

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Most cited references 73

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Psychological correlates of university students' academic performance: a systematic review and meta-analysis.

Michelle Richardson, Charles Abraham, Rod Bond (2012)

A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.

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Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.

John H. Flavell (1979)

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Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.

John Dunlosky, Katherine Rawson, Elizabeth J Marsh … (2013)

Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. We selected techniques that were expected to be relatively easy to use and hence could be adopted by many students. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily on them, which makes it especially important to examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice. To offer recommendations about the relative utility of these techniques, we evaluated whether their benefits generalize across four categories of variables: learning conditions, student characteristics, materials, and criterion tasks. Learning conditions include aspects of the learning environment in which the technique is implemented, such as whether a student studies alone or with a group. Student characteristics include variables such as age, ability, and level of prior knowledge. Materials vary from simple concepts to mathematical problems to complicated science texts. Criterion tasks include different outcome measures that are relevant to student achievement, such as those tapping memory, problem solving, and comprehension. We attempted to provide thorough reviews for each technique, so this monograph is rather lengthy. However, we also wrote the monograph in a modular fashion, so it is easy to use. In particular, each review is divided into the following sections: General description of the technique and why it should work How general are the effects of this technique? 2a. Learning conditions 2b. Student characteristics 2c. Materials 2d. Criterion tasks Effects in representative educational contexts Issues for implementation Overall assessment The review for each technique can be read independently of the others, and particular variables of interest can be easily compared across techniques. To foreshadow our final recommendations, the techniques vary widely with respect to their generalizability and promise for improving student learning. Practice testing and distributed practice received high utility assessments because they benefit learners of different ages and abilities and have been shown to boost students' performance across many criterion tasks and even in educational contexts. Elaborative interrogation, self-explanation, and interleaved practice received moderate utility assessments. The benefits of these techniques do generalize across some variables, yet despite their promise, they fell short of a high utility assessment because the evidence for their efficacy is limited. For instance, elaborative interrogation and self-explanation have not been adequately evaluated in educational contexts, and the benefits of interleaving have just begun to be systematically explored, so the ultimate effectiveness of these techniques is currently unknown. Nevertheless, the techniques that received moderate-utility ratings show enough promise for us to recommend their use in appropriate situations, which we describe in detail within the review of each technique. Five techniques received a low utility assessment: summarization, highlighting, the keyword mnemonic, imagery use for text learning, and rereading. These techniques were rated as low utility for numerous reasons. Summarization and imagery use for text learning have been shown to help some students on some criterion tasks, yet the conditions under which these techniques produce benefits are limited, and much research is still needed to fully explore their overall effectiveness. The keyword mnemonic is difficult to implement in some contexts, and it appears to benefit students for a limited number of materials and for short retention intervals. Most students report rereading and highlighting, yet these techniques do not consistently boost students' performance, so other techniques should be used in their place (e.g., practice testing instead of rereading). Our hope is that this monograph will foster improvements in student learning, not only by showcasing which learning techniques are likely to have the most generalizable effects but also by encouraging researchers to continue investigating the most promising techniques. Accordingly, in our closing remarks, we discuss some issues for how these techniques could be implemented by teachers and students, and we highlight directions for future research.

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Journal

Journal ID (publisher-id): leng

Title: Lenguaje

Abbreviated Title: Leng.

Publisher: Universidad del Valle, Escuela de Ciencias del Lenguaje (Cali, Valle, Colombia )

ISSN (Print): 0120-3479

ISSN (Electronic): 2539-3804

Publication date (Print and electronic): June 2018

Volume: 46

Issue: 1

Pages: 69-93

Affiliations

[1] Arica Tarapacá orgnameUniversidad de Tarapacá Chile anvalenzuela@ 123456utalca.cl

Article

Publisher ID: S0120-34792018000100069 Publisher ID: S0120-3479(18)04600100069

DOI: 10.25100/lenguaje.v46i1.6197

SO-VID: 0e784a72-318e-4087-81ce-240b8672b105

License:

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

History

Date accepted : 08 September 2017

Date received : 13 April 2017

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Figures: 0, Tables: 0, Equations: 0, References: 73, Pages: 25

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SciELO Colombia

Most cited references 73

Psychological correlates of university students' academic performance: a systematic review and meta-analysis.

Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.

Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.

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